New Rubrics for the Regents Examination in English Language Arts (Common Core)

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1 New Rubrics for the Regents Examination in English Language Arts (Common Core) Part II and Part III of the new Regents Examination in English Language Arts (Common Core) will be scored using new holistic rubrics. For some test administrations Part II will require an argumentative essay, whereas at other test administrations Part II will require an expository essay; therefore, there are two rubrics for Part II. Part III will always be scored using the same rubric. All rubrics reflect the new demands called for by the CCLS high school standards through the end of grade 11. The rubrics are currently drafts and will be finalized after feedback from the field is incorporated and the rubrics have been proofed during the Fall 2013 range-finding activities. REGELA-B-2w 4/30/2013

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3 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY Quality 6 New York State Regents Examination in English Language Arts (Common Core) Part 2 Rubric: Writing to Sources - Argument Content and Analysis: the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an of the texts Command of Evidence: the extent to which the essay presents evidence from the provided texts to support -introduce a precise and insightful claim, as directed by the prompt -demonstrate in-depth and insightful of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims -present ideas fully and thoughtfully, making highly effective use of a wide range of specific and relevant evidence to support -introduce a precise and thoughtful claim, as directed by the prompt -demonstrate thorough of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims -present ideas clearly and accurately, making effective use of specific and relevant evidence to support -introduce a precise claim, as directed by the prompt -demonstrate appropriate and accurate of the texts as necessary to support the claim and to distinguish the claim from alternate or opposing claims -present ideas sufficiently, making adequate use of specific and relevant evidence to support -introduce a reasonable claim, as directed by the prompt -demonstrate some of the texts, but insufficiently distinguish the claim from alternate or opposing claims -present ideas briefly, making use of some specific and relevant evidence to support -introduce a claim -demonstrate confused or unclear of the texts, failing to distinguish the claim from alternate or opposing claims -present ideas inconsistently and/or inaccurately, in an attempt to support, making use of some evidence that may be irrelevant -do not introduce a claim -do not demonstrate of the texts -present little or no evidence from the texts -demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased -demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased -demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased -demonstrate inconsistent citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased -demonstrate little use of citations to avoid plagiarism when dealing with direct quotes and paraphrased -do not make use of citations Coherence, Organization, and Style: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language -exhibit skillful organization of ideas and information to create a cohesive and formal style, using sophisticated language and -exhibit logical organization of ideas and information to create a cohesive and formal style, using fluent and precise language and sound -exhibit acceptable information to create a formal style, using precise and appropriate language and -exhibit some organization of ideas and information to create a mostly -establish but fail to maintain a formal style, using primarily basic language and -exhibit inconsistent information, failing to create a -lack a formal style, using some language that is inappropriate or imprecise -exhibit little information -are minimal, making assessment unreliable -use language that is predominantly incoherent, inappropriate, or copied directly from the task or texts Control of Conventions: the extent to which the essay demonstrates command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling -demonstrate control of conventions with essentially no errors, even with sophisticated language -demonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language -demonstrate partial control, exhibiting occasional errors that do not hinder comprehension -demonstrate emerging control, exhibiting occasional errors that hinder comprehension -demonstrate a lack of control, exhibiting frequent errors that make comprehension difficult -are minimal, making assessment of conventions unreliable -may be illegible or not recognizable as English An essay that addresses fewer texts than required by the task can be scored no higher than a 3. An essay that is a personal response and makes little or no reference to the task or texts can be scored no higher than a 1. An essay that is totally copied from the task and/or texts with no original student writing should be scored a 0. An essay that is totally unrelated to the task, illegible, incoherent, or blank must be scored as a 0. REGELA-B-2 4/29/2013

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6 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY Quality 6 New York State Regents Examination in English Language Arts (Common Core) Part 2 Rubric: Writing to Sources - Expository Essay Content and Analysis: the extent to which the essay conveys complex ideas and information clearly and accurately in order to support the topic in an of the texts Command of Evidence: the extent to which the essay presents evidence from the provided texts to support -introduce a precise and insightful topic, as directed by the prompt -demonstrate in-depth and insightful of the texts as necessary to support the topic -present ideas fully and thoughtfully, making highly effective use of a wide range of specific and relevant evidence to support -introduce a precise and thoughtful topic, as directed by the prompt -demonstrate thorough of the texts as necessary to support the topic -present ideas clearly and accurately, making effective use of specific and relevant evidence to support -introduce a precise topic, as directed by the prompt -demonstrate appropriate and accurate of the texts as necessary to support the topic -present ideas sufficiently, making adequate use of specific and relevant evidence to support -introduce a reasonable topic, as directed by the prompt -demonstrate some of the texts, but insufficiently to support the topic -present ideas briefly, making use of some specific and relevant evidence to support -introduce a topic, as directed by the prompt -demonstrate confused or unclear of the texts, failing to support the topic -present ideas inconsistently and/or inaccurately in an attempt to support, making use of some evidence that may be irrelevant -do not provide an introduction of the topic -do not demonstrate of the texts -present little or no evidence from the texts -demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased -demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased -demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased -demonstrate inconsistent citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased -demonstrate little use of citations to avoid plagiarism when dealing with direct quotes and paraphrased -do not make use of citations Coherence, Organization, and Style: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language -exhibit skillful organization of ideas and information to create a cohesive and formal style, using sophisticated language and -exhibit logical organization of ideas and information to create a cohesive and formal style, using fluent and precise language and sound -exhibit acceptable information to create a formal style, using precise and appropriate language and -exhibit some organization of ideas and information to create a mostly -establish but fail to maintain a formal style, using primarily basic language and -exhibit inconsistent information, failing to create a -lack a formal style, using some language that is inappropriate or imprecise -exhibit little information -are minimal, making assessment unreliable -use language that is predominantly incoherent, inappropriate, or copied directly from the task or texts Control of Conventions: the extent to which the essay demonstrates command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling -demonstrate control of conventions with essentially no errors, even with sophisticated language -demonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language -demonstrate partial control of conventions, exhibiting occasional errors that do not hinder comprehension -demonstrate emerging control, exhibiting occasional errors that hinder comprehension -demonstrate a lack of control, exhibiting frequent errors that make comprehension difficult -are minimal, making assessment of conventions unreliable -may be illegible or not recognizable as English An essay that addresses fewer texts than required by the task can be scored no higher than a 3. An essay that is a personal response and makes little or no reference to the task or texts can be scored no higher than a 1. An essay that is totally copied from the task and/or texts with no original student writing should be scored a 0. An essay that is totally unrelated to the task, illegible, incoherent, or blank must be scores as a 0. REGELA-B-3 4/29/2013

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9 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY Quality New York State Regents Examination in English Language Arts (Common Core) Part 3 Rubric - Text Analysis 4 Responses at this Level: 3 Responses at this Level: 2 Responses at this Level: 1 Responses at this Level: Content and Analysis: the extent to which the response conveys complex ideas and information clearly and accurately in order to respond to the task and support an of the text -demonstrate thorough and accurate of the text, clearly identifying an effect and a literary element or technique used to advance this effect -demonstrate appropriate and accurate of the text, identifying an effect and a literary element or technique used to advance this effect -demonstrate little of the text, identifying an effect and/or a literary element or technique -do not demonstrate of the text, failing to identify an effect and/or a literary element or technique Command of Evidence: the extent to which the response presents evidence from the provided text to support -present ideas clearly and consistently, making effective use of specific and relevant evidence to support -present ideas sufficiently, making adequate use of relevant evidence to support -present ideas inconsistently, inadequately, and/or inaccurately in an attempt to support, making use of some evidence that may be irrelevant -present little or no evidence from the text Coherence, Organization, and Style: the extent to which the response logically organizes complex ideas, concepts, and information using formal style and precise language -exhibit logical information to create a cohesive and coherent response formal style, using precise language and sound -exhibit acceptable organization of ideas and information to create a coherent response formal style, using appropriate language and -exhibit inconsistent organization of ideas and information, failing to create a coherent response -lack a formal style, using language that is basic, inappropriate, or imprecise -exhibit little information -use language that is predominantly incoherent, inappropriate, or copied directly from the task or text Control of Conventions: the extent to which the response demonstrates command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling -demonstrate control of the conventions with infrequent errors -demonstrate partial control of conventions with occasional errors that do not hinder comprehension -demonstrate emerging control of conventions with some errors that hinder comprehension A response that is a personal response and makes little or no reference to the task or text can be scored no higher than a 1. A response that is totally copied from the text with no original writing should be given a 0. A response that is totally unrelated to the task, illegible, incoherent, or blank must be scored as a 0. -are minimal, making assessment unreliable -demonstrate a lack of control of conventions with frequent errors that make comprehension difficult -are minimal, making assessment of conventions unreliable -may be illegible or not recognizable as English REGELA-B-4 4/29/2013